Challenging Behavior Strategies

When it comes to challenging behavior, there are many different reasons as to why children can begin to act out. These reasons may be due to their unmet needs, or their desire to get attention that they may not otherwise be getting. Although many think that they may act out because that is what they see at home, or because of problems at home or within their family, parenting is generally not the problem. Children often have a hard time expressing their feelings and emotions, and if there are any types of developmental or physical impairments or delays, this can lead to even more frustration, thus triggering these outbursts. Since there are many different reasons as to why a child could be acting out, there are many different methods and approaches

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention”

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

When a child is demonstrating challenging behaviours is invited to sit near by a caregiver to express their feelings.

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

Using the results of the Scale of Effective School Discipline and Safety (SEDS) Questionnaire given to Lacy Elementary School participants, an analysis of the readiness of their teachers to implement a Positive Behavioral Support System (PBSS) will be examined. The SEDS questionnaire consists of 58 items, which are organized into five areas of attention by scale: Scale 1: Teachers’ Effective Classroom Management Skills (24 items), Scale 2: Teachers’ Positive Behavioral Interactions and Respect (11 items), Scale 3: Holding Students Accountable for Their Behavior: Administration and Staff (7 items), Scale 4: Teachers’ Contribution to a Positive School Climate (9 items), and Scale 5: School Safety and

Around 1975, it was estimated that about 200,000 children in the United States were prescribed amphetamines to control hyperactivity and symptoms of impulsiveness (Ayllon, Layman, & Kandel, 1975; Rapport, Murphy, & Bailey, 1980). Inappropriate behaviors displayed in young children have become a popular topic in today’s society. In spite of an increase in problematic classroom behaviors, teachers have reported lack of classroom management training by their teacher preparation programs (Tiano, Fortson, McNeil, & Humphreys, 2005). The most common problems found in a classroom are behaviors such as out of seat, inappropriate words, and aggression (Elliott, Trueting, & Robertson, 1998). Most educators believe that behavioral problems in early childhood

The term challenging behaviour is not about the student doing something ‘wrong’ it is more to do with the fact that some behaviours are a challenge to professionals, teachers, and parents, behaviour is seen as challenging if it causes harm to the person or others, or if it stops them fulfilling some aspect of their lives (Scopeorguk, 2016). Chandler and Dahlquist (2015) define challenging behaviour as behaviour that interferes with the learning of the student or other individuals, hinders positive social interactions and relationships and can harm the student or others such as peers, adults or family members. Therefore challenging behaviour in an education setting can be defined as behaviour

Today schools are faced with an overwhelming amount of behavior problems as a result they have incorporated programs to help create a positive culture within each school system. Several behavior management programs have been implemented in schools all over the United States therefore the school environment can run more smoothly. Here are some approaches that aid in creating a positive and safe environment in schools.

Furthermore, parents of children with behavior problems tend to experience a high level of stress due to referrals and negative interactions with the school. Preschool teachers are presented with an additional set of issues related to classroom management and discipline. Parents can view the problem as the teacher’s lack of classroom management or relationship building skills. Whereas the teacher may view the issue of discipline as the parent’s responsibility and may feel there is a need for the development of parenting skills. This study will explore what factors are significant to how teachers and parents interact with preschool children with aggressive behavior